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ERIC Number: EJ1192887
Record Type: Journal
Publication Date: 2018-Oct
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
Teaching Human Rights through Mathematics
Izard, Blair
Mathematics Teacher, v112 n2 p114-119 Oct 2018
Imagine a math classroom that recognizes the power of mathematics and uses it as a tool to understand the world so that the mathematics can enjoin a larger conversation. What is it like to live on a minimum wage? How is wealth distributed throughout the country or world? When will a country first experience a shortage of food? Mathematics education has the potential to help students understand their lives and surroundings and see math as instrumental in making the world more equitable and just (Gutstein and Peterson 2006). In this article, the author discusses the definition of Human Rights Education (HRE) and gives an example of how it can be applied to resources that already exist within the mathematics classroom. Felisa Tibbitts, in "Understanding What We Do: Emerging Models for Human Rights Education," suggests using three models for teaching HRE: (1) The Values and Awareness Model; (2) the Accountability Model; and (3) the Transformational Model. The Values and Awareness Model focuses on providing students with basic knowledge of human rights issues (Tibbitts 2002). Herein, the author demonstrates an example of a first-year algebra lesson that uses the Values and Awareness Model.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A